GAME “WHO AM I?” AS A TEACHING STRATEGY FOR TEACHING PHYSICS IN HIGHER EDUCATION
DOI:
https://doi.org/10.61164/rmnm.v7i1.3755Keywords:
Playful activity, Didactic strategies, Higher educationAbstract
Physics is considered a very difficult subject to understand, especially in higher education, where it is more technically rigorous. Educational activities with playful characteristics are generally efficient in transforming difficult and boring subjects into enjoyable learning moments. The objective of this study was to develop a didactic game to be implemented in classes of the subject Bases of Physics and Chemistry Applied to Pharmacy (BQF), part of the undergraduate course in Pharmacy. The results of testing the game in a classroom of a class of the subject showed that the game developed was accepted by the class and that the students learned physics concepts while having fun.
Downloads
References
BATISTA, C. Um Jogo de Tabuleiro como Recurso Didático para o Ensino de Luz e Cores no Ensino Médio. Fortaleza: UFC, 2023.
BERNARDES, A. O.; SILVA, A. P. M. da. Jogo didático para o ensino de Física com alunos portadores de deficiência intelectual. Revista Educação Pública, v. 19, nº 27, 2019. Disponível em: https://educacaopublica.cecierj.edu.br/artigos/19/27/utilizando-jogo-didatico-para-o-ensino-de-fisica-no-contexto-da-deficiencia-intelectual
COSTA, M. Jogos educativos no ensino da Física: estratégias para engajamento. São Paulo: Editora Acadêmica, 2022.
LEANDRO, J. F. M. et al.. USO DO LÚDICO PARA O ENSINO E APRENDIZADO DE FÍSICA (HIDROSTÁTICA) NO ENSINO SUPERIOR. In: Revolutionizing Learning: Innovative Approaches in Educational Sciences, Seven Editora, 2024. DOI: https://doi.org/10.56238/sevened2024.033-010. DOI: https://doi.org/10.56238/sevened2024.033-010
LIMA, A. P.; ALMEIDA, M. F. O uso de questionários em pesquisa-ação: vantagens e limitações. Pesquisa e Prática Educacional, v. 30, n. 2, p. 56-72, 2021.
LOZZA, R.; RINALDI, G. P. O USO DOS JOGOS PARA A APRENDIZAGEM NO ENSINO SUPERIOR. Caderno PAIC, [S. l.], v. 18, n. 1, p. 575–592, 2017. Disponível em: https://cadernopaic.fae.edu/cadernopaic/article/view/264. Acesso em: 14 mar. 2025.
MARTINS, J. P. Experimentação e ludicidade na Física: uma abordagem prática. Rio de Janeiro: Ciência Press, 2023.
MEROTO, M. B. N. et al. JOGANDO PARA APRENDER: COMO A GAMIFICAÇÃO ESTÁ MUDANDO A EDUCAÇÃO. Revista Foco, Curitiba (PR), v.17, n.1, e4122, p.01-18, 2024. DOI: 10.54751/revistafoco.v17n1-058. DOI: https://doi.org/10.54751/revistafoco.v17n1-058
OLIVEIRA, R. Aprendizagem ativa e ludicidade: o impacto no ensino da Física. Belo Horizonte: EdUFMG, 2020.
PEREIRA, T. O uso de jogos de tabuleiro na educação científica. Porto Alegre: Edipucrs, 2021.
SILVA, A. O brincar e o aprender: a importância da ludicidade no ensino. Recife: UFPE, 2021.
SILVA, J. S. A pesquisa-ação como ferramenta de transformação social: um estudo de caso. São Paulo: Editora Pioneira, 2021.
SOUZA, L. Motivação no ensino da Física: uma abordagem lúdica. Brasília: UnB, 2020.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Revista Multidisciplinar do Nordeste Mineiro
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish in this journal agree to the following terms:
Authors retain copyright and grant the journal the right of first publication, with the work simultaneously licensed under the Creative Commons Attribution License, which permits the sharing of the work with proper acknowledgment of authorship and initial publication in this journal;
Authors are authorized to enter into separate, additional agreements for the non-exclusive distribution of the version of the work published in this journal (e.g., posting in an institutional repository or publishing it as a book chapter), provided that authorship and initial publication in this journal are properly acknowledged, and that the work is adapted to the template of the respective repository;
Authors are permitted and encouraged to post and distribute their work online (e.g., in institutional repositories or on their personal websites) at any point before or during the editorial process, as this may lead to productive exchanges and increase the impact and citation of the published work (see The Effect of Open Access);
Authors are responsible for correctly providing their personal information, including name, keywords, abstracts, and other relevant data, thereby defining how they wish to be cited. The journal’s editorial board is not responsible for any errors or inconsistencies in these records.
PRIVACY POLICY
The names and email addresses provided to this journal will be used exclusively for the purposes of this publication and will not be made available for any other purpose or to third parties.
Note: All content of the work is the sole responsibility of the author and the advisor.
